Beyond 'Safety': Teachers and School Staff Approaches to LGBTI-Inclusion in Tasmanian Schools

Autor/inn/en	Grant, Ruby; Beasy, Kim; Emery, Sherridan; Coleman, Bianca
Titel	Beyond 'Safety': Teachers and School Staff Approaches to LGBTI-Inclusion in Tasmanian Schools
Quelle	In: International Journal of Inclusive Education, 25 (2021) 3, S.394-410 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Grant, Ruby) ORCID (Beasy, Kim) ORCID (Emery, Sherridan) ORCID (Coleman, Bianca)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2018.1555866
Schlagwörter	Foreign Countries; LGBTQ People; Inclusion; Educational Environment; School Safety; School Culture; Well Being; Teacher Role; School Personnel; Student Needs; Social Justice; Educational Policy; Bullying; High Schools; High School Students; Administrator Role; Equal Education; Social Bias; Australia + Suchen Sie Ihr Suchwort? Ausland; Inklusion; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Schulkultur; Schulleben; Well-being; Wellness; Wohlbefinden; Lehrerrolle; Schulpersonal; Soziale Gerechtigkeit; Politics of education; Bildungspolitik; Mobbing; High school; Oberschule; High schools; Student; Students; Schüler; Schülerin; Studentin; Australien
Abstract	Australian and international research consistently indicates that inclusive school cultures improve the educational outcomes and health and wellbeing of lesbian, gay, bisexual, transgender and intersex (LGBTI) students. Little is known, however, about how Tasmanian school staff are supporting LGBTI students or the needs of teachers and school staff in creating and sustaining inclusive school environments. To address this knowledge gap, this paper reports on findings from a qualitative inquiry conducted with teachers and school staff. Drawing on Szalacha's (2004. "Educating Teachers on LGBTQ Issues." "Journal of Gay & Lesbian Issues in Education" 1 (4): 67-79. doi:10.1300/J367v01n04_07.) three paradigms of LGBTI-inclusive education practices, this study found that teachers and school staff employ Safety and Equity approaches in an education system where there is little time or resources given to knowing and understanding relevant policy focused on supporting LGBTI students. We argue that the school staff's perception of school and departmental policy influences how they understand what is expected and what is possible in supporting LGBTI students. Findings from this study point to the need for inclusive education policies that inform and support teachers and foster potential for more critical approaches to equity and diversity. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01